Learning Relationships in the Classroom

by Faulkner; Dorothy

• ISBN13: 9780415173735
• ISBN10: 0415173736
• Format: Nonspecific Binding
• Copyright: 1998-11-10
• Publisher: Routledge

Summary

This study develops theoretical explanations of teaching and learning which take into account the many social contexts in which children learn, and is grounded in the realization that the conventional, Piagetian and cognitive accounts current in the 1960s and 1970s have not sufficiently attended to the nature of children's social relationships. Chapters look at the process of creating and maintaining peer cultures, with particular emphasis on the issues of peer rejection and bullying; the growing importance of children's friendships; and the way individual and cultural differences affect children's social participation and their sense of self. Next scholars explore adolescent development, incorporating perspectives from both psychology and sociology. The concluding re-examination of cultural concepts of childhood, child development and the nature of children's autonomy will set a new course for the study of teaching and learning in the future.

Table of Contents

List of figures	viii	(1)
List of tables	ix
Introduction	1	(10)
PART I Cultural psychology: a framework for understanding teaching and learning	11	(80)
1 L.S. Vygotsky and contemporary developmental psychology	13	(18)
JAMES V. WERTSCH
PEETER TULVISTE
2 Cognitive development and formal schooling: the evidence from cross-cultural research	31	(23)
MICHAEL COLE
3 Thinking with and through artifacts: the role of psychological tools and physical artifacts in human learning and cognition	54	(13)
ROGER SALJO
4 Thinking in niches: sociocultural influences on cognitive development	67	(24)
MARY GAUVAIN
PART II Teaching and learning: scaffolding and the zone of proximal development	91	(78)
5 A theory of teaching as assisted performance	93	(18)
ROLAND THARP
RONALD GALLIMORE
6 How do teachers help children to learn? An analysis of teachers' interventions in computer-based activities	111	(20)
NEIL MERCER
EUNICE FISHER
7 Vygotsky in classroom practice: moving from individual transmission to social transaction	131	(25)
LUIS C. MOLL
KATHRYN F. WHITMORE
8 What is missing in the metaphor of scaffolding?	156	(13)
C. ADDISON STONE
PART III Experimental studies of collaborative learning and peer interaction	169	(66)
9 Cognitive approaches to group work	171	(18)
PAUL LIGHT
KAREN LITTLETON
10 Exploring Vygotskian perspectives in education: the cognitive value of peer interaction	189	(18)
ELLICE A. FORMAN
COURTNEY B. CAZDEN
11 Peer interactive minds: developmental, theoretical, and methodological issues	207	(28)
MARGARITA AZMITIA
PART IV Collaborative learning and peer interaction in the classroom	235	(75)
12 Sociocultural processes of creative planning in children's playcrafting	237	(21)
JACQUELYN BAKER-SENNETT
EUGENE MATUSOV
BARBARA ROGOFF
13 Constructing scientific knowledge in the classroom	258	(18)
ROSALIND DRIVER
HILARY ASOKO
JOHN LEACH
EDUARDO MORTIMER
PHILIP SCOTT
14 Sharing cognition through collective comprehension activity	276	(17)
GIYOO HATANO
KAYOKO INAGAKI
15 Learning and teaching mathematics in the information era	293	(17)
KATHRYN CRAWFORD
Index	310